State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Arkansas (June 30, 2021)
Summary
An Arkansas State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund, on the Department of Education's form issued April 21, 2021, with the OMB number left incomplete and the control number given as 1810-XXXX. The cover page carries the printed name of Johnny Key as the authorized representative with a date of June 30, 2021. The paperwork burden statement estimates an average of 100 hours per response, and the plan follows the form's sections, beginning with the State's current status and needs.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
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Cite this document
“State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund — Arkansas (June 30, 2021).”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-605356005a/
, SHA-256 2eb70851ccbbb14e87922334d70f9fc1ceb03a2937c9bdca7b4227bd3252286c.Full text
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-
Expiration Date:
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-XXXX. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Table of Contents
Introduction .................................................................................................................................... 3
Instructions ..................................................................................................................................... 3
Cover Page ...................................................................................................................................... 4
Grantee and Contact Information............................................................................................................ 4
A. Describing the State’s Current Status and Needs .................................................................. 5
B. Safely Reopening Schools and Sustaining their Safe Operations ........................................ 16
C. Planning for the Use and Coordination of ARP ESSER Funds .............................................. 23
D. Maximizing State-Level Funds to Support Students ............................................................ 31
E. Supporting LEAs in Planning for and Meeting Students’ Needs.......................................... 39
F. Supporting the Educator Workforce .................................................................................... 43
G. Monitoring and Measuring Progress ................................................................................... 50
Appendix A: School Operating Status and Instructional Mode Data Template......................... 57
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”) ............. 59
Appendix C: Assurances ............................................................................................................... 60
Appendix D: GEPA ........................................................................................................................ 62
Appendix E: Glossary of Arkansas System Terms........................................................................ 65
2
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
3
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX): S425U210039
SEA Contact: Amanda Britt
Telephone: 501-672-6043
Email address: amanda.britt@ade.arkansas.gov
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan
are true and correct.
Chief State School Officer or Authorized
Representative (Printed Name)
Johnny Key
Signature of Authorized SEA Representative Date:
June 30, 2021
4
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
Response: Arkansas returned to in-person instruction in August of 2020. Arkansas utilized the
Ready for Learning plan, comprehensive contact tracing and resource allocation to support the
needs of students during the COVID-19 pandemic. The state was able to successfully reopen all
schools to in-person learning by working with the Arkansas Department of Health
to establish statewide guidance through the Arkansas Ready for Learning Plan and
available LEA waivers. Each LEA was required to create their own Ready for Learning plan that
focused on the safe return to in-person instruction by outlining the LEA’s health & safety
protocols and flexible options for student learning through virtual options. Ready for Learning
plans were submitted and approved by the State Board of Education that described in detail the
safety protocols for in-person instruction, but also provided families with the choice of remote
instruction. Percentages of remote and in-person learning varied across the state. However, by
winter 82% of students were onsite at least part of the time with the majority being on-site full-
time.
The state also organized a comprehensive contact tracing network specifically for schools. This
included collaboration with the Arkansas Department of Health, the Department of Human
Services, as well as Department of Education. Actions included establishing a call center for
schools, a point of contact at each LEA, regional contacts staffed by the Division of Elementary
and Secondary Education, and a systematic reporting protocol. The state created a data system for
schools to report if a grade level or school had to pivot to remote instruction due to lack of
staffing or number of quarantines due to close contact. Through the robust reporting and data
system the state was able to pinpoint hot spots and set up additional testing sites where necessary.
In addition, the state made educators a priority for testing and prioritized them right after health
care workers for vaccinations. Arkansas educators were some of the first educators in the nation
eligible for the vaccination by mid-January. Due to the strict protocols that were established for
schools, the state also utilized CARES funding to pay for up to ten days of COVID leave for
educators without having to use their personal or sick days.
Due to schools needing capacity to pivot quickly to remote learning, the state utilized CARES
Act funding and partnered with approved digital providers. These partnerships provided digital
content through Lincoln Learning or Virtual Arkansas (state sponsored virtual school). It also
allowed districts to utilize two different Learning Management Systems, Buzz or
Canvas. Additional funds were directly granted to districts to access digital content designed
for students with significant cognitive disabilities. Access to digital content throughout the
state provided a direct curriculum resource for educators early in the year when many were
5
balancing remote instruction for the first time. The state also provided, organized, and negotiated
a reduced state price with vendors for Mi-fi devices statewide for identified students.
While Arkansas was opened in the fall for in-person instruction, it was extremely important for
LEAs to utilize a digital formative assessment that would assist in monitoring student progress.
The State provided the choice of 4 formative assessment options for K-8th statewide. LEAs could
utilize iReady, I-Station, NWEA, or Renaissance. Arkansas is currently administering the
summative ACT Aspire assessment and showing a high percentage of students
participating. This comprehensive assessment system will provide LEAs the opportunity to
determine each student’s progress in order to develop a path to help students who might be
struggling due to lost instructional time or other related COVID-19 factors.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
Response: The most pressing priorities for the 2021-22 school year in Arkansas are student
mental and emotional health and loss of instructional time due to the COVID-19 pandemic.
Arkansas ranked 31st in the 2020 Mental Health America Report for youth having a higher
prevalence of mental illness and lower rates of access to care in the state. Data from the Centers
for Disease Control and Prevention’s National Survey of Children’s Health found that 21.5% of
Arkansas children ages 2–8 have a diagnosed mental, behavioral, or developmental disorder.
Arkansas tied with Kentucky for the highest rate in the nation. In addition to these factors,
Arkansas children also are exposed to potentially traumatic experiences at substantially
higher rates than the national average. For example, according to the National Survey of
Children’s Health, 27% of Arkansas children have experienced 2 or more potentially traumatic
events (e.g., maltreatment, family domestic violence or substance abuse, natural disaster),
compared to 20% of children nationally). The impact of COVID-19
has the potential to exacerbate these numbers. More students were at home during the pandemic
due to virtual learning, quarantine, isolation, etc. and were potentially exposed to more
traumatizing experiences because of this. It is unknown the exact impact that COVID has played,
but it will be important to develop a state-wide program for helping students who have mental or
behavioral illnesses in the state.
Another priority is loss of instructional time due to COVID-19. There are multiple factors that
contribute to the impact of lost instructional time, including a loss in enrollment and lack of
student engagement. K-12 enrollment for the state is down approximately 6400 students for the
2020-21 school year. In addition, PreK enrollment is down. In October 2019 pre-COVID-19,
95% of all available state funded PreK spots were filled and by May of 2020, 100% were filled.
In contrast for the 2020-21 school year, as of October 2020, only 75% of spots were filled, and as
of May 1, 2020, only 88% of slots were filled. Another concern impacting instruction, is a lack of
student engagement. Of the students who are fully virtual, many have been disengaged
throughout the year. LEAs have struggled with students not being present for online instruction,
not submitting any work, or only being partially engaged. While LEAs have been working
diligently to keep students engaged, the concern is that the students have not received the quality
of education they would in a normal year due to COVID-related absences, lack of engagement,
etc. Efforts to reach those most at-risk have already been under way during the 2020-21 academic
year. LEAs around the state participated in the state initiative, Engage Arkansas, by
6
submitting 10,386 names of students who had the highest risk factors. Through partnerships the
program was able to contact 5,811 of those students and have provided 102,087 interventions to
date. These services were provided by utilizing CARES Act funds. The drop in enrollment, along
with those students who were disengaged are missing valuable learning, which could exacerbate
learning loss.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time,1 chronic
absenteeism, student engagement, and social-emotional well-being.
Complete the table below, adding rows as necessary, or provide a narrative
description.
Response: Overall, the priorities for subgroups of students will be the same due to the
academic impact of lost instructional time and emotional stress students experienced
during the pandemic. Most students, no matter the subgroup, experienced lapses in
instruction during the 2020-21 school year for reasons such as chronic absenteeism, lack
of engagement, and quarantine and isolation protocol. In 2019, according to ACT
Aspire summative assessments 41.27% of Arkansas students met or exceeded
1
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
7
standards in Literacy and 47.18% met or exceeded standards in Mathematics. Because
65% of Arkansas’s students are low income, this includes the majority of Arkansas
students. Of the other subgroups, Arkansas’s African American students perform toward
the bottom in the areas of Literacy and Math, with only 20% reading on grade level in the
10th grade, according to 2019 ACT Aspire data. These data demonstrate Arkansas
students were at risk in the areas of Math and Reading. The DESE expects
these data trends to continue due to interruptions in learning and lack of engagement.
Due to the predominance of students who experience potentially traumatic events in the
state and the number of students who are already identified as having a mental,
behavioral, or cognitive disorder, it will be important to provide students with appropriate
interventions to handle the added stress due to COVID-19. This affects students in all
subgroups.
For students with disabilities, the two highest priorities are academic and functional
behavior factors due to the loss of instructional time and
chronic absenteeism. When Arkansas schools in March of 2020 were required to provide
remote instruction only for the remainder of the school year, educators were not prepared
to provide education in an entirely virtual environment. Educators
were even less prepared to deliver special education and related services to students in a
remote learning environment. LEAs worked diligently to increase
their capacity to provide services but found it extremely difficult. The state developed
guidance and support to help LEAs navigate this new terrain and delivered this
information weekly through job-alike discussion groups. Through these weekly virtual
discussion groups with special education supervisors, school psychology specialists,
related service providers, and special education teachers it revealed that there were many
challenges facing LEA’s as they worked to serve students with disabilities according to
the Individuals with Disabilities Act.
The American Institute for Research published The Challenges of Educating Students
with Disabilities and English Learners during COVID-19 in October 2020. This report
showed that 73% of LEAs said it was more difficult to provide appropriate
instructional accommodations for students with disabilities, and 82% said it was more
difficult to provide hands-on accommodations and services. 57% said it was more
difficult to engage families for help with the requirements of a student’s Individualized
Education Program (IEP), which outlines the goals for students with disabilities, and the
supports and accommodations they should receive to meet those goals. AIR’s Research
Brief Spotlight on Students with Disabilities included the following summary – Analysis
of survey data from the National Survey of Public Education’s Response to COVID-19
showed that school LEAs found it more or substantially more difficult to provide services
required by IDEA in the context of remote instruction. The similarity in responses across
high- and low-poverty and rural and urban LEAs illustrates that the need to support LEAs
and schools in educating students with disabilities is widespread. During the early months
of the pandemic, LEAs used technology and human resources to create new ways
to comply with the federal law. By generating ways to provide tiered systems of support
and effective, evidence-based interventions virtually and asynchronously, schools have
the potential to successfully support students with disabilities, regardless of whether
8
students with disabilities are able to engage in person or remotely with educators and
service providers in SY 2020–21. Even with these innovations, all LEAs will need more
support to serve students with disabilities appropriately and fully comply with IDEA.
The DESE feel confident that this report mirrors what has happened in our state as
well. To compound the impact on academic and functional behavior was the data we
collected regarding referrals. In FY 2019, 20,253 students were referred for special
education and related services and in FY 2020 that number decreased by 2,124 students
to 18,129 students. Other referral trend data shows a decrease in consent to test (13.6%),
decrease in evaluations completed within the 60-day timeline (15.9%), and a decrease in
eligibility determinations made with in the 30-day timeline (16.2%) between the FY 19
and FY 20 school years. This data reveals that over 2,885 students had services delayed.
Any delay in the evaluation and identification determination would inhibit an LEA
from determining the services and supports a student may need through an IEP to receive
a Free and Appropriate Public Education resulting in a negative impact in
a student's ability to make adequate progress in academics and functional behavior.
For English learners, increased mental health needs due to loss of income, instability, the increase
of negative effects on minority families, and lack of opportunity and access are a major concern.
Additionally, SY 2019-20 to SY 2020-21 data indicate that English language proficiency did not
increase in any grades, decreased in grades 1-8, and 10-12; and remained unchanged in grades K
and 9. In SY 2020-21, 1,058 fewer students were assessed, representing a 2.7% drop in the
student number assessed. There is a need for explicit language development instruction for
English Learners to accelerate language learning because of the lost instructional opportunities to
date. ELPA 2021 data shows language development opportunities have been lagging more this
last year due to parameters in place for COVID mitigation, such as mask wearing and being able
to hear clearly.
During the pandemic, many students were disengaged or did not participate in online education
and were at risk of failure or retention. The DESE made a concerted effort to engage these
students by partnering Engage Arkansas with LEAs to identify those who were most at risk.
Learning loss is a major concern, as is the graduation status of these and
other disengaged students. The DESE will encourage LEAs to look at their individual
student data and prioritize those subgroups who are most at-risk. The DESE will
encourage districts to individualize strategies for these groups of students to close gaps in
learning due to the loss of instructional time. The DESE is providing each district
with access to the SmartData dashboard, which
will assist districts in identifying individual students who are at-risk, and help districts
quickly identify why each student is at-risk. The SmartData dashboard will allow districts
to intervene quickly when a student falls into the at-risk category.
Student group Highest priority needs
Students from low-income Currently 473,004 students are enrolled in Arkansas Public Schools
families (K-12). Of those students 274,858 (56.11%) receive free lunches
and 35215 (7.44%) students received reduced price lunches. 2019
Summative assessments indicate 41.27% of students in Grades 3-8
are reading at ready or exceeding. It is anticipated that the number
not reading at grade level will increase due to lost instructional
time, whether that learning was for the partial year or the entire
year. These data demonstrate a great need for academic services
annually.
9
Student group Highest priority needs
During the school year 2020-2021, LEAs opened for on-site
instruction with many students living in poverty remaining in
remote learning. Throughout the school year, many students (82%
of total enrollment) returned to on-site instruction and/or hybrid
instruction, however, during the time many were remote, they were
disengaged or only partly engaged. According to Engage Arkansas
data, of those who were contacted and accepted help, 83% had a
grade below a C. We anticipate having to accelerate learning in
order to get students caught up to be on track to graduate and
reading on grade level.
Students from each racial Of the primary racial subgroups in Arkansas, 58% of African
or ethnic background used American students were onsite at least partially as compared to
by the State for reporting 80% of Hispanic students and 81% of White students. According to
purposes – please add a 2019 ACT Aspire data, 26.45% of African-American students were
reading on grade level and the graduation rate was 93.81%, which
row for each racial or
is 4.2% below the state average. Due to such a high percentage of
ethnic group (e.g., African American students being off-site, it is anticipated that this
identifying disparities and gaps in this data could be exacerbated.
focusing on underserved
student groups by
race/ethnicity)
Students by gender – Male: 242,454
please add a row for each Female: 230,550
gender (e.g., identifying Total: 473,004
disparities and focusing on
underserved student
groups by gender)
English learners Based on ELPA 21 Data - SY 2019-2020 to SY 2020-2021
indicate that proficiency did not increase in any grades;
decreased in grades 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12 ; and
remained unchanged in grades K and 9. SY 2020-2021 is the
year that COVID-19 interrupted face-to-face instruction with
LEAs being 100% virtual instruction for all or part of the
year; 1,058 fewer students were assessed, representing a
2.7% drop in the student number assessed. There is a need for
explicit language development instruction for English
Learners to accelerate language learning as a result of the lost
instructional opportunities to date. Language development
opportunities have been lagging more this last year due to
parameters in place for COVID mitigation, such as mask
wearing and being able to hear clearly. The needs are based
on ELPA 21 data.
There is an increase in mental health needs due to loss of
income, instability, the increase of negative effects on
minority families—financially and health wise—due to lack
of opportunity and access. Arkansas is ranked 31 on thest
2020 Mental Health America Report and youth have the
highest rates of mental illness and lower access to mental
health care. In addition, 21.5% of 2-8 year olds have been
diagnosed with a mental, behavioral, or developmental
disorder and 27% of kids have experienced two or more
10
Student group Highest priority needs
potentially traumatic events in their lives. Due to students
being home more during the 2020 academic year, it is
reasonable to consider that these numbers are actually higher
than they were before the pandemic and the mental health
fragility of Arkansas students is higher than previously
reported.
Children with disabilities The two highest priorities for students with disabilities are
academic and functional behavior factors due to the loss of
instructional time and chronic absenteeism. As March of
2020 arrived schools across our state were forced to close
their doors. Educators were not prepared to provide education
in this new format much less deliver special education and
related services to students in a remote learning
environment. LEAs worked diligently to increase their
capacity to provide services but found it extremely
difficult. The state developed guidance and support to help
LEAs navigate this new terrain and delivered this information
weekly through job-alike discussion groups. Through these
weekly virtual discussion groups with special education
supervisors, school psychology specialists, related service
providers, and special education teachers it revealed that
there were many challenges facing LEA’s as they worked to
serve students with disabilities according to the Individuals
with Disabilities Act.
The American Institute for Research published The
Challenges of Educating Students with Disabilities and
English Learners during COVID-19 in October 2020. This
report showed that 73% of LEAs said it was more difficult to
provide appropriate instructional accommodations for
students with disabilities, and 82% said it was more difficult
to provide hands-on accommodations and services. 57% said
it was more difficult to engage families for help with the
requirements of a student’s Individualized Education
Program (IEP), which outlines the goals for students with
disabilities, and the supports and accommodations they
should receive to meet those goals. AIR’ Research Brief
Spotlight on Students with Disabilities included the following
summary – Analysis of survey data from the National Survey
of Public Education’s Response to COVID-19 showed that
school LEAs found it more or substantially more difficult to
provide services required by IDEA in the context of remote
instruction. The similarity in responses across high- and low-
poverty and rural and urban LEAs illustrates that the need to
support LEAs and schools in educating students with
disabilities is widespread. During the early months of the
pandemic, LEAs used technology and human resources to
create new ways to comply with the federal law. By
generating ways to provide tiered systems of support and
11
Student group Highest priority needs
effective, evidence-based interventions virtually and
asynchronously, schools have the potential to successfully
support students with disabilities, regardless of whether
students with disabilities are able to engage in person or
remotely with educators and service providers in SY 2020–
21. Even with these innovations, all LEAs will need more
support to serve students with disabilities appropriately and
fully comply with IDEA 2004.
This report mirrors what has happened in our state as
well. To compound the impact on academic and functional
behavior was the data we collected regarding referrals. In FY
2019, 20,253 students were referred for special education and
related services and in FY 2020 that number decreased by
2,124 students to 18,129 students. Other referral trend data
shows a decrease in consent to test (13.6%), decrease in
evaluations completed with in the 60 day timeline (15.9%),
and a decrease in eligibility determinations made with in the
30 day timeline (16.2%) between the fy 19 and fy 20 school
years. This data reveals that over 2,885 students had services
delayed. Any delay in the evaluation and identification
determination would inhibit an LEA from determining the
services and supports a student may need through an IEP to
receive a Free and Appropriate Public Education resulting in
a negative impact in a students ability to make adequate
progress in the area of academics and functional behavior.
Students experiencing Currently, 11,719 students are identified as experiencing
homelessness homelessness. Utilizing the number of students identified as
experiencing homelessness compared with the number of
students living in poverty (free and reduced lunch) the
percentage of poverty students experiencing homelessness is
determined. The 2021 Cycle 6 data indicate 39 LEAs identify
more than 10% of students. 55 LEAs identify 5-10% of
students. 168 LEAs identify less than 5% of students
experiencing homelessness. With the expectation that LEAs
will identify approximately 5-10% of poverty students as
experiencing homelessness. These data lead the SEA to infer
that many LEAs may be under identifying and under serving
students experiencing homelessness.
The 2020 graduation rate for students experiencing
homelessness was 77.56%.
Children and youth in Approximately 4,391 children reside in foster homes and
foster care 53% (2327) of those children are students in Grades K-12.
The 2020 graduation rate for students in foster care was
64.64%.
Migratory students Arkansas serves 5357 migrant students.
The 2020 graduation rate for migrant students was 81.08%.
Other groups of students During the pandemic, many students were disengaged or did
identified by the State not participate in online education and were at risk of failure
(e.g., youth involved in the or retention. The DESE made a concerted effort to engage
12
Student group Highest priority needs
criminal justice system, these students by partnering Engage Arkansas with LEAs to
students who have missed identify those who were most at risk. Engage Arkansas
the most in-person reached out and has provided support for many of these
instruction during the students throughout the year. Although many students were
2019-2020 and 2020-2021 reached, there were still many out there in LEAs who were
school years, students who unable to be reached or weren’t as engaged as they should’ve
did not consistently been. Because of this, learning loss is a major concern, as is
participate in remote the graduation status of these students.
instruction when offered
during school building
closures, LGBTQ+
students)
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
Response: The SEA will support LEAs by providing and encouraging multiple avenues for data
analysis. The DESE will encourage LEAs to analyze different types of data such as attendance,
discipline, grades, formative and summative assessment results, etc. to identify groups who might
have suffered the most during the pandemic. Arkansas required all schools in the state to provide
in-person instruction, it was extremely important to provide assessment tools for districts to
utilize to assist in monitoring student progress throughout the year. The State provided the choice
of 4 formative assessment options for K-8th statewide. LEAs will utilize iReady, I-Station,
NWEA, or Renaissance assessments chosen by the district. Arkansas is currently administering
the summative ACT Aspire assessment and showing a high percentage of students
participating. This comprehensive assessment system will provide LEAs the opportunity to
determine exactly where each student was in order to develop a path to help students who might
be struggling due to lost instructional time or other related COVID-19 factors.
In addition to numbers, qualitative data such as counselor visits, teacher input,
etc. should be utilized to help determine the highest areas of need among students, including
student mental health and behavior. The COVID-19 crisis has raised additional concerns related
to mental health, behavior and traumatic experiences. As the state continues to evaluate
and anticipate the need for comprehensive and sustainable plans addressing increased equity
gaps as a result of COVID-19, LEAs will be supported in identifying student risks based on
engagement data as defined by school attendance and participation. The DESE
will provide a SmartData dashboard that will help LEAs identify those students who are most at
risk of dropping out, disengaging, failing, or even becoming a safety threat.
The SmartData dashboard will pull data from multiple data sources and compile it into a score
that will alert LEAs and identify students who are at risk.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
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that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
Response: Each LEA in the State of Arkansas was required to be open for in-person
instruction since August 24, 2020. LEAs also had the option to provide a full virtual or
hybrid option for instruction in addition to in-person. Onsite instruction is traditional
instruction where a student attends full-time (100%) of their time on campus. They may
also offer a virtual option, in which students attend full-time off-site (either synchronous
or asynchronous) and utilize technology resources for instruction. The last option for
LEAs is a hybrid model where students combine virtual and on-site instruction and utilize
a combination of resources. Arkansas is committed that all LEAs (except for fully virtual
charters) will be open for on-site instruction but have the option of having a virtual or a
hybrid model.
The state included a data collection process for the 20-21 school year to capture the mode
of instruction for each student. This data will be collected regularly on the number of
students who are on-site or virtual. LEAs will report with each Cycle Report (9 times
throughout the school year).
For the 2021-2022 school year, 262 LEAs will offer a full-time on-site option,
while approximately 150 districts have submitted a comprehensive digital
learning application in order to also offer a digital option for some students. The DESE is
currently reviewing all digital learning plans to determine if the plans are acceptable and
well-thought out, each application is also assigned a risk score based on a risk
assessment for monitoring purposes. Once the DESE has approved plans, the plans will
go to the Arkansas State Board of Education for approval.
In some instances, LEAs will have a hybrid model for students who need some flexibility
or students who are quarantined or isolated because of COVID-19.
Enrollment: Enrollment data is collected from eSchoolPLUS with each Cycle Report (9
times throughout the year) and will continue to be collected with each cycle
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report ongoing. Data on the Insights website is collected daily from eSchoolPLUS and
available to the public via the URL: https://insight.ade.arkansas.gov/?lea=AR
Attendance: Overall attendance data is only available by subpopulation but is not
available by mode of instruction and subpopulation, according to Cycle reports, however,
a. full report could be derived and pre-calculated.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
Response: The SEA will make data publicly available on the DESE website at
https://insight.ade.arkansas.gov/ondemand
iii. To the extent available, a description of the planned operational
status and mode of instruction for the State and its LEAs for Summer
2021 and for the 2021-2022 school year.
Response: In the summer of 2021, LEAs will determine at the local level how summer
instruction will be delivered in their respective LEA and whether it will be virtual, in-
person, or a blended model.
In the 2021-22 school year, all LEAs will be open for in-person instruction, but in
addition to in-person some districts will be approved to offer a digital learning model as
well, depending on local needs and policies.
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B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
Response: Prior to the return to school for the 2020-21 school year, DESE officials, in
partnership with Arkansas Department of Health (ADH), compiled CDC guidance and
provided it to schools in a Ready for Learning resource document. The document outlined
re-entry guidance and walked LEAs through what they would need in order to return to
schools safely. The document provided an outline of all the items LEAs should consider
when returning to on-site instruction in August of 2020. It also included important links to
different guidance and mandates on the Arkansas Department of Health’s website. The
document had the most current guidance on mask-wearing, physical distancing,
handwashing, cleaning and disinfecting, etc, and was updated as guidance evolved, and in
some cases, became mandates.
In addition to the Ready for Learning document, the DESE partnered with ADH
to provide a COVID hotline that is specific to schools and daycares. A Hotline
Coordinator/Liaison was hired to assist with communication between the departments and
between LEAs and the departments. The hotline is open from 8:00 am-4:30 pm and allows
for messages to be left and answered after hours. Hotline operators are available from
ADE, ADH, and Division of Human Services (DHS) to answer COVID-related questions
and guide LEA points of contact and superintendents to make informed
decisions regarding the most recent guidance, including guidance for those who might
need appropriate accommodations due to health or other concerns.
For Fall 2020, LEAs designated a Point of Contact (POC) who was responsible
for keeping track of all positive cases and close contacts in the LEA. The POCs were
trained by hotline officials and provided with a frequently asked questions document that
has the latest guidance and information available. Each time guidance is changed, it
is immediately updated to reflect the most current CDC/ADH Guidance. In the beginning,
the hotline did bi-weekly zoom meetings with POCs from across the state and began
16
monthly calls after January 1. POC virtual updates were attended by doctors and other
professionals associated with ADH and ADE so POCs could ask questions and have the
most up to date information. The virtual updates were recorded and included in the FAQ
document for viewing if someone had to miss the live training.
Many LEAs were concerned about what factors would require LEAs to close. In order to
help schools assess what modifications to make, the DESE published a Response Levels
for On-Site Learning document which outlined considerations if schools saw increased
transmission in schools. In addition, the Response Levels Document outlined that if a LEA
was pivoting to remote learning for an extended period of time, they should consult with
the ADH in order to do so. If LEAs needed to consult with ADH, they called the hotline
and spoke with the Liaison or another operator who arranged the meeting between ADH
officials and LEA officials. In the meetings, ADH would look at pertinent data to assess
whether in-school transmission was taking place and give guidance on whether it made
sense for the LEA to close for an extended period.
Questions were also posed from superintendents about normal school operations that the
COVID hotline operators could not answer. DESE officials assigned schools in designated
cooperatives to DESE leadership points of contact. These points of contact often answered
questions related to COVID regarding academics, fiscal operations, etc. They were also
involved if a school needed to have a consultation to determine an appropriate course of
action regarding a potential COVID-19 outbreak. DESE POCs were in close contact with
the ADE/ADH Liaison on a regular basis and often helped LEAs bridge the gap between
the health and education guidance. DESE POCs met with DESE leadership and the
ADE/ADH Liaison a minimum of two times weekly to be updated on changes and discuss
what had been going on in their LEAs so that leadership could be informed and, if needed,
ADH could be informed of potential issues.
Upon the announcement of receiving COVID testing for schools, the ADE/ADH liaison
began communicating with administrators and POCs in the LEAs to inform them of the
potential for screening tests. Of the LEAs in Arkansas, one hundred eleven
(111) LEAs participated in some type of COVID-19 testing. Initially, there
were two options schools could choose. They could choose to utilize a BD Veritor rapid
testing system to test symptomatic students and teachers, they could utilize the BINAX
testing kits to screen all faculty in their LEA on a weekly basis or they could sign up for
both. Eventually, any school who had testing was offered the BINAX testing kits to screen
all staff, symptomatic individuals, or to test those coming back for early return. The
liaison has also been working with ADE/ADH officials to formulate a plan for screening
of any staff/student beginning in the 2021-22 SY.
In April of 2021, Governor Asa Hutchinson lifted the mask mandate for the State of
Arkansas. Some LEAs did not have policies in place and were utilizing the mandate as
their policy for mask wearing. Because of this LEAs had to reconsider how they would
handle the guidelines at the local level by continuing, modifying, or eliminating the
adherence to ADH guidelines and encouraged them to think broadly on the topic and
include a variety of situations, such as, buses, classrooms, lunchrooms,
17
hallways, activity and special event spaces when considering policies. The DESE issued a
document that outlined end of year guidance for LEAs regarding the best practices that
should be continued to ensure the safety of both students and educators while supporting a
strong, in-person learning environment. The document included universal and correct
wearing of masks, physical distancing, handwashing and respiratory etiquette, cleaning
and maintaining healthy facilities, and ventilation/air circulation. In addition, it outlined
how the LEAs should start planning for the summer and beginning of next year by
meeting with their ready for learning team, posting their plan online, and beginning to
accept stakeholder feedback.
The liaison worked closely with ADH officials to promote vaccinations of those aged 16+
in schools and will continue to work closely as vaccines become available for younger
students. DESE encouraged LEA officials to hold on-site vaccination clinics for students
or provide incentives for those who got vaccinated. The DESE also encouraged LEAs to
provide excused absences for students who were out due to getting vaccinated or reactions
to the vaccine.
All resources mentioned above can be accessed from the DESE website at:
https://dese.ade.arkansas.gov/Offices/communications/arkansas-ready-for-learning
https://dese.ade.arkansas.gov/Offices/communications/covid-19-information
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
Response: All public school LEAs and public charter schools reopened to onsite
instruction on August 24, 25 or 26, 2020, for a minimum of 178 student-teacher
interaction days during the 2020-2021 school year. If a school or LEA needed to pivot
during the school year due to COVID-19, the LEA was responsible for contacting their
designated POC and documenting the pivot in LEA Insights. Through the hotline and
social media, the SEA was able to monitor LEA implementation of facilities operations.
LEA Insights serves as a one-stop data portal for DESE’s data
reporting and analytics. LEA Insights gives the capability to gain an accurate and deep
intuitive understanding of LEA data. LEA Insights has six principal core modules namely
Overview: Enrollment and Demographics, Human Capital Planning
Tool, Academics, Facilities and Transportation, Financial and CTE Data Portal.
Additionally, LEA Insights has an integrated module, Modification of
Onsite Instruction (MoOI), which collects and reports data on LEA pivots on a regular
basis. The pivots can be captured and reported at Grade-level, School-level or by entire
District-level.
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It is not anticipated that the first day of school will be delayed for the 2021-22 school
year. The DESE, in conjunction with ADH, will continue to put out guidance regarding
safe operations as needed. Monitoring for the 2021-22 school year will continue as it
was in the 2020-21 school year unless modifications need to be made.
iii. To what extent the SEA and its LEAs consult with Federal, State,
and local health officials. This description should include, if
available, whether the SEA and its LEAs have received support for
screening testing from their State or local health department based
on funding awarded by the CDC; and
Response: The SEA and LEAs consulted with Federal, State, and local officials
on a regular basis. State officials were readily available during the regular and
extended hours of the COVID Education Hotline. LEAs were assigned a DESE point of
contact who the superintendent would consult with in the case they had an outbreak or
had specific questions related to COVID. The superintendents and LEA POCs also had
access to the COVID school hotline and the ADE/ADH Liaison, who would also
communicate with the DESE POCs. The Liaison met with DESE leadership twice a
week virtually to express concerns and update on any health-related changes. In addition,
if a school needed more specific health-related help ADH doctors and epidemiologists
were available for consultations to determine if spread was happening in or out of school.
In the consultations, data would be reviewed, and LEAs were able to ask questions and
give input on what the safest course of action would be.
LEAs were afforded the opportunity to implement testing in their LEA in two different
ways. Federal Funds issued to the Arkansas Department of Health were utilized for each
type of testing. One type of testing utilized BD Veritor machines and was first utilized for
symptomatic individuals who happened to develop symptoms while at school. The
second was BINAX testing kits which were originally sent to LEAs who wanted to test
staff on a weekly basis for screening purposes. Eventually, all LEAs who were doing
testing were instructed to utilize the BINAX testing kits for individuals who were at
school and were symptomatic, quarantined individuals who wished to return to school
after 7 days, and for screening of any willing faculty/staff member. Plans are also being
made to utilize the latest round of funding to provide screening tests in schools. DESE
officials are working with ADH to finalize details and roll out screening tests for summer
activities in schools.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
Response: The SEA will continue to offer guidance and support through the COVID
Education Hotline, the COVID Resource Hotline and DESE POCs. The hotlines will be
open for education-related calls for as long as they are still needed. The resource hotline
will go to DESE officials so they can answer questions from parents and
schools regarding issues that are more education specific. Updates and professional
19
learning will continue to be provided to POCs through monthly updates and guidance
posted on the DESE website.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be
modified to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
Response: Initially, Arkansas LEAs provided on-site instruction during the 2020-2021
school year under their Ready for Learning Plans, which were based on guidance from
the Arkansas Department of Health and posted on each LEA website for public
review. After the passage of the ARP, new guidance was released on March
30, 2021 which aligned with ARP guidance for schools and instructed LEAs to develop a
Plan for End-of-Year On-Campus Activities and Continuity of Instruction, stating:
As part of the American Rescue Plan Act, school LEAs must post for parents and the
general public a summary of its plan for safe continuation of in-person learning and
continuity of services. The summary should be developed in consultation with the
LEA’s Ready for Learning Committee to ensure the plan identifies safety measures
for teachers, staff, and students during the final quarter of the school year, while taking
into consideration the many end-of-school activities that take place both on and off
school campuses. The summary should demonstrate how LEAs will continue to
implement safe in-person instruction. It should also broadly address the major points
in this guidance and include plans for school operations and extra-curricular activities.
The LEA may choose to update their previously developed Ready for Learning Plan
to meet this requirement. The summary does not have to be approved by the DESE
but must address the decisions of the local board of education to continue, modify, or
eliminate mask-wearing requirements.
The summary must be posted on the LEA’s website by April 15, 2021. LEAs receiving
American Rescue Plan Act funds also must request public comment and take such
comments into account in the development/modification of the plan for summer and
back-to-school activities.
In addition, the DESE will continue to provide guidance to LEAs via state-
wide webinars and Commissioner’s Memos. The webinar will include requirements to be
20
included in the LEA Plan for Continuity of Services to help combat the spread of the
virus (COM-21-136). The webinar will address how LEAs will need to add to/modify
their current plan to comply with the ARP Act.
ii. How the SEA will ensure that each LEA plan describes how it will
ensure continuity of services including but not limited to services to
address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
Response: The SEA will monitor LEA websites for the Plan for Continuity of Services
no less than twice per year. Staff reviewing plans will specifically check for necessary
elements of the plan, including academic needs, social-emotional, mental health, and
other needs.
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
grant period (i.e., through September 30, 2023),2 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
Response: The SEA will continue to remind LEAs to periodically seek input, review,
and update their summary of services through Commissioner’s Memos. The SEA will
create a schedule for monitoring plans on a 6-month cycle. The SEA provided continuous
guidance throughout the 20-21 school year and school districts throughout the
state successfully provided in-person instruction all year.
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
Response: Every LEA submitted a Ready for Learning Plan for the 2020-21 SY, updated
it for summer 2021, and will archive their most current plan on their website. Every LEA
will continue to post a Continuity of Services Plan on the LEA website through
September 20, 2023. The SEA will check for mitigation strategies when reviewing plans
every 6 months. Schools will need to describe mitigation strategies including, physical
distancing, mask-wearing, handwashing/respiratory etiquette, cleaning and maintaining
2
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education Provisions
Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through September 30, 2024.
Review and revisions of these plans, if necessary, are not required during the Tydings period.
21
healthy facilities, including ventilation, contact tracing, testing/screening, vaccination
efforts, and accommodations for children with disabilities.
The SEA will continue with the health department helpdesk which provides guidance to
schools on mitigation strategies, including quarantine/isolation guidelines. The POC FAQ
document will continue to be updated regularly with the most current guidance for LEA
officials to refer to for current guidance.
22
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
Response: Prior to the start of the 2020-2021 school year in August, the
DESE anticipated that instruction would need to be responsive to COVID-19 interruptions
and surveyed all districts to determine the capacity of districts to offer blended
learning instructional options. Based on the data, the SEA was able to utilize federal funds
to provide online curriculum and a LMS for districts that needed this support. The DESE
also gathered feedback from districts through a “Ready for Learning” survey in August
to determine district readiness for the school year. Results for both surveys were available
for the public to review. Please see the results of the Arkansas Ready for Learning
Surveys: Phase 1 and Phase 2. In November 2020, the ADE also conducted a survey of
teachers across the state and received more than 10,500 responses. Please see the Teacher
Survey Results.
10,686 responses, which represents 32% of number of certified teachers
• Responses from all co-op regions and Pulaski County districts (co-ops represented in
Pulaski County numbers)
• Teacher responses from all grade levels and years of experiences
• Data aggregated and reported at co-op level
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Professional Challenges
• Teaching virtual and face-to-face students
• Mastering virtual instruction
• Engaging virtual learners
• Amount of additional time required much greater this year
• Teacher/Staff Well-being
• Absences due to illness/quarantines
Teacher Support
• Opportunities for input
• Targeted professional development
• Back to School Playbook
Since the passage of the ARP, the DESE has updated stakeholders with background on
CARES and CRRSA and how the funds were spent and informed stakeholders about the
American Rescue Plan and its requirements and goals. The DESE personnel presented at a
variety of events such as the ADE state board meeting, which is livestreamed for the
public, and other stakeholder groups, as documented. At the end of each presentation,
stakeholders are invited to give feedback regarding the most pressing needs in Arkansas,
including most pressing needs for Arkansas educators and which groups of students they
feel like were most impacted by COVID-19. Short answer questions were included in the
questionnaire for stakeholder to give more specific details. In addition to live presentations,
a video is posted on the DESE website that includes a link for the public to complete the
survey. In addition, the survey was sent to groups of stakeholders such as the NAACP,
disability rights groups, etc. to insure input from all stakeholders. The DESE has not heard
back from the NAACP, but will continue to reach out in hopes of receiving feedback. The
DESE has provided information to district homeless liaisons and foster programs
throughout the state. DESE provided information regarding homeless mini-grants and
sought additional information to provide feedback to the department through informational
webinar. The webinar and the mini-grants provided additional feedback to the DESE on
needs for the state for homeless. DESE staff and State Board of Education members
conducted an onsite visit to a central Arkansas organization that supports homeless families
by touring a warehouse site that organizes resources for those in need. This provided the
opportunity of authentic feedback and identifying real needs at the ground level. ADE has
an existing relationship with Department of Human Services who oversees the states foster
care and juvenile detention centers and seeks input on an on-going basis through regular
state agency collaboration.
Currently, there are over 1700 responses to the survey. The most recent results are shown
in the chart below.
24
Data current as of: June 24, 2021
The DESE translated the survey into Spanish in order to engage the Hispanic/Latino
families. Currently 17 stakeholder responses have been received that highlight loss of
instructional time, mental and behavioral health, and more communication tools for non-
English speaking parents. The DESE ESL unit and Migrant unit provided three
opportunities including the survey to engage Migrant and EL educators, advocates and
stakeholders through various internal communication through the Arkansas Public School
Network (APSCN) and the ARKTESOL virtual conference. The DESE plans to
continue providing the state presentation and survey regarding the use of ARP ESSER
funding throughout the summer to all expected stakeholders.
Data from surveys showed that stakeholders are primarily concerned about lack of engagement,
loss of instructional time, teachers teaching both in-person and online, and the mental health of both
teachers and students.
Stakeholder Survey Data, 2021
25
Our educational groups are considered “educational associations” not unions. Two
education associations that ADE works closely with are Arkansas Educational Association
and Arkansas State Teachers Association. Within the survey results, you can see this group
represented. DESE will continue to solicit feedback from these two organizations as we
move forward.
To address these priorities, the DESE plan includes:
Priorities from Stakeholders State ARP Plan
Student attendance or engagement • SmartData Dashboard (D.1.i)
Mental and Behavioral Health • Mental and Behaviora Health State-
wide Model (D.1.i)
• PLC Process (D.1.i)
Loss of Instruction in the 20-21 School Year • Readiness Model to Support and
Accelerate Learning (D.1.i)
• Arkansas Initiative for High Quality
Instructional Materials (D.1.i)
• High Quality Tutoring (D.1.i)
• PLC Process (D.1.i)
• SmartData Dashboard (D.1.i)
• The DESE continues to consider
applications for proposals to identify
evidence-based interventions to
address the unanticipated or
emergency needs or additional
projects to address the academic
impact of lost instructional time.
Communication Tools for non-English • TBD
Speaking Families
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
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Table C1.
Funding source Prior/current SEA and LEA uses Planned SEA and LEA
(including funding amounts, if uses (including funding
applicable) amounts, if applicable)
ESSER I (CARES The SEA utilized ESSER I funds to All of ESSER I funds
Act) provide digital learning opportunities to have been planned for
LEAs ($5.8 million) in order to maintain and are currently in the
continuity of services at the beginning process of being utilized.
of the pandemic. In addition, the SEA
bought PPE for LEAs ($1 million),
provided interim assessments and test
prep ($3.5 million), and focused on
students who were disengaged and were
at risk for dropping out ($1.5 million).
The DESE also provided support to
school LEAs in the areas of COVID
guidance and digital learning support
($210,000).
GEER I (CARES Governor Hutchinson offered $10 million All of GEER I funds have
Act) GEER Funds as an allocation that was been planned for and are
intended to supplement student connectivity currently in the process of
with the purchase of 20,000+ CIPA being utilized.
compliant internet hotspots. In addition,
$14.8 million was leveraged for workforce
training initiatives, another $500,000 was
sent to our Deaf and Blind Schools to help
support them during the Pandemic due to
extra costs associated with them being
residential facilities. The Governor
appropriated $4.8 million to be combined
with the state set aside funds used to
purchase Lincoln Learning, an online
platform for students for a two-year period.
Higher ed was in need of PPE equipment.
The governor allocated funds for PPE for
higher ed and also almost $500k for
broadband mapping to help with
connectivity issues for our rural and
underserved populations.
ESSER II (CRRSA ESSER II funds have been allocated to All of ESSER II funds
Act) meet the needs of a variety of have been planned for
populations. Because student and are currently in the
engagement is an issue all across the process of being utilized.
state, $5 million has been set aside to
help with student engagement and
dropout prevention, focusing on those
students who are most at risk of not
graduating or dropping out. In addition,
to support mental and behavioral health
of students around the state, the DESE
has set aside $11 million of state set-
27
Funding source Prior/current SEA and LEA uses Planned SEA and LEA
(including funding amounts, if uses (including funding
applicable) amounts, if applicable)
aside funds to develop a comprehensive
program to help meet the mental health
and behavioral issues of students around
the state. To help the special needs
population in the state and to support the
teachers in teaching digital learning,
$4.25 million was set aside for teaching
academies that will help teachers get
certified to teach special education
services and also to obtain a digital
learning certificate to be more
knowledgeable and competent when
teaching virtually. These programs will
be at no cost to the educators and will
allow teachers to get endorsements on
their license in each of these areas. $4.6
million was spent to help LEAs with
emergency leave.
GEER II (CRRSA $13.5 million was set aside for a variety All of GEER II funds
Act) of uses at the DESE. $1 million went to have been planned for
help fund projects at the Arkansas and are currently in the
School for the Deaf and Arkansas process of being utilized.
School for the Blind. $2.5 million was
budgeted to enhance the Computer
Science and Computing initiative in the
state. $10 million was allocated to be
combined with ESSER II funds for the
preK and mental health/behavioral
support initiatives.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
Response: All ESSER I funds designated for LEA subgrants have been awarded. All
ESSER I funds designated for state use are obligated, except for “admin” funds which are
used for internal costs and indirect cost recovery.
Fund Total State Set- Remaining State Total Total
aside Set-aside LEA Grant Amount LEA Grant Remaining
28
ESSER I $12,875,864 $6,247,927 $115,882,774 $17,586,753
ESSER II $55,801,741 $50,984,214 $501,215,668 $465,234,138.2
ARP ESSER $125,332,834 $125,332,834 $1,127,905,049 $1,127,905,049
The SEA is holding a small amount from ESSER 2 (5 million held in reserve) and ARP
ESSER (10 million held in reserve) designated for LEA subgrants to complete final
allocations for certain charters in FY22 that are funded on a current-year basis because
they do not have a prior year Average Daily Membership. ESSER 2 funds designated for
state use are currently being awarded to various entities and/or obligated via contracts
and MOUs with other vendors.
eFinance does not have the capability to record LEA obligations not yet spent. We rely
on actual expenditures recorded therein.
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act.3
Response: State funding to schools and LEAs is secure in Arkansas. During the
pandemic, there were no cuts to the foundation funding for Arkansas’ schools. In
addition to the continued full funding of education in the 2020-2021 school year, Act 614
raises the foundation funding amount for public schools from the current $6,899 per student
to $7,182 per student for the 2021-2022 school year.
With the approved waivers (April 21, 2020, letter from Fank Brogan), LEAs were able to
carryover federal program funds. This allowed LEAs to continue to serve the needs of
students as noted in their federal programs applications.
Schools identified to receive 1003 funds utilized the funds to continue virtual
professional development throughout the pandemic and benefited from
the additional year of funding (due to no testing in 2020 and the state addendum to
request extension to 2022 for the next ESSA identification).
3
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
29
The State provided additional mini grants to LEAs to support students experiencing
homelessness. Sixteen (16) LEAs applied for additional funding because of the numbers
of students the respective LEAs identified ae number of students experiencing
homelessness. The SEA also provided additional mini-grant opportunities to the 21
EHCY grantees to support summer programs for students experiencing homelessness.
The Nita M. Lowey 21st CCLC provided guidance and support to grantees
to permit virtual, on-site, and blended services during the pandemic. To assist with lost
instructional time, DESE extended the summer programs from the usual four hours per
day for up to four weeks to up to eight hours per day for up to eight weeks.
The office of special education also provided guidance and support to assist LEAs in
meeting the needs of students with disabilities through blended, remote, and virtual
education environments. Job-alike virtual discussion groups for supervisors, teachers,
related service providers, and evaluation personnel were held to provide networking
opportunities and address issues such as progress monitoring, learning loss, recovery
efforts, and compensatory education. Districts were invited to apply to participate in the
Inclusive Practices Project which provided coaching support and intensive onsite job
embedded professional development to increase educational outcomes for students with
disabilities.
30
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
Response: The SEA will address the impact of lost instructional time by providing all
LEAs with access to an early warning system to identify at-risk students, determine
needed interventions, and address disproportionalities within student sub-
populations. The SEA will also support evidence-based summer and after-school
programs through a partnership with the Arkansas Out-of-School Network, and support
for high-quality tutoring by helping to establish a Tutoring Corps to provide statewide
linkage of students to qualified tutors. The SEA plans to expand the PLC process
through regional networks throughout the state, which will add over 50 additional schools
to training and coaching. The state will also continue the commitment to supporting
access to digital learning opportunities and professional development and access to high-
quality instructional materials, accessible digital content and access to fully licensed
teachers. The SEA developed an application for proposals to identify evidence-based
interventions to address the unanticipated or emergency needs or additional projects to
address the academic impact of lost instructional time. In the applications, the applicant is
responsible for providing metrics that evaluate the intervention and its success. Those
metrics will be reviewed by the SEA periodically based on the interventions which are
selected.
The SmartData Dashboard and formative assessments provided to districts by the
state will directly assist LEAs to identify students who are at-risk and provide the
appropriate intervention based on the student’s need. Providing wrap around services for
students serves to address resource inequities and has a moderate to large effect size
of .44-.77, or a Tier 3 intervention.
31
Arkansas DESE funded initiatives, TEAM Digital and Virtual Arkansas, are expanding
digital learning opportunities and professional development for educators to assist with
the continuity of learning and teaching utilizing a multifaceted approach for learners
engaged in virtual, hybrid, and digitally enhanced classes and learning options. Digital
learning incorporating the Quality Matters standards will continue to be the standard for
this training for educators.
The DESE will continue to provide digital content and a learning management system
thorough our partnership with Arkansas Public School Resource
Center. These systems have in-built seamless integration with DESE’s existing Student
Management System.
Building on expansion of current state-funded partner Virtual Arkansas, the DESE will
develop digital Readiness Modules to support and accelerate learning in grades K-8. The
Readiness Modules will provide instructional lessons, resources and tools for grade-level
prerequisites. This approach will support learning loss with the intent of closing the
knowledge gap while building on grade level concepts and skills.
Accelerating learning to address learning loss will also be fostered through
Arkansas’ Initiative for Instructional
Materials (AIIM). This work includes communicating, defining and signaling what is
meant by High-Quality Instructional Materials (HQIM). Arkansas’s vision for HQIM is
to ensure every student in Arkansas has equitable access to high-quality materials, grade-
level instruction, and responsive practices, leading to opportunities to reach college,
career, and life goals. Additionally, all Arkansas educators will have strong foundations
in pedagogical content knowledge and readiness to identify and skillfully implement
HQIM. This work includes incentivizing LEAs to adopt HQIM, supporting teachers with
training and coaching to skillfully use materials, and aligning EPPs competencies to
prepare teachers with the knowledge and skills grounded in high-quality materials. This
work will be important to determine learning loss and accelerating learning as high-
quality materials consider the needs and experiences of diverse learners to support them
to be actively literate, critical thinkers and engaged in the community. In-school
acceleration will be supported by educators providing needed support for students within
the context of grade-level work and within the classroom to address the disproportionate
impact of COVID using high-quality assessments, and instruction on essential learning
(effect size .60-.88, Tier 3).
Arkansas' LEARNS Act (Act 237 of 2023) includes provisions for several enhanced
tutoring initiatives that align with the learning loss requirements of the American Rescue
Plan Act. Therefore, the Arkansas Department of Education will be using some ARP
ESSER funds towards three LEARNS projects as part of its learning loss activities.
High-Impact Tutoring Program - A.C.A. 6-16-1601 et. al establishes this new program to
ensure all students have access to tutoring services that accommodates each student's
individual needs. The program provides funding for LEAs to retain tutoring services for
all students. The SEA will issue subgrants to school districts and charter schools to
provide this additional support to students. The SEA intends to focus this initiative in
32
three tiers of priority.
The first tier will include LEAs with the most students testing at a deficient level on the most
recent NAEP assessments. Other criteria for this tier include school reportcard data, federal
school improvement grant recipients, and large student populations (ADM). Preliminary data
analysis indicates approximately five LEAs will qualify for first tier subgrants.
The second tier will broaden the focus to LEAs with the most students in third and fourth
grades (23-24 school year) that scored as needing support or below on the most recent NAEP
assessments. The SEA is targeting these grade levels because these are the students that would
have been most impacted by school closures during the COVID 19 pandemic, as they were in
kindergarten and first grade during that year. By having the start of their education
interrupted, these students began their learning with a distinct disadvantage. High impact
tutoring will help these students recover that most important learning time.
The third tier will fully open to any and all LEAs in the state that apply.
All three tiers will be awarded on a competitive basis and funding amounts will be determined
based on the needs contained in the winning applications. The SEA intends to receive
applications in August 2023 and award first year grants in September 2023 for funding to be
used during the 23-24 school year.
Supplemental Education Services - A.C.A. 6-17-429 (j)(2)(A) establishes this new
program to provide funding for eligible students to retain additional literacy tutoring services
from state approved providers.
The SEA will provide up to $500 per student for individual tutoring services. These services
will be provided by approved tutors only. The program will be managed via an online portal
in a similar manner as some other programs' equitable services to non-
public schools and/or students. Parents will be allowed to choose from among the state
approved provider list. The funding will be paid to the provider upon services rendered
and entered into the portal.
This program is still undergoing some technical set-up in regards to the online portal.
This work is in conjunction with similar objectives underway regarding "education
freedom accounts" created by the LEARNS Act. Therefore, progress for these
supplemental education services is intermingled with these other projects.
While the formal list of approved tutors is not yet compiled, it is worth noting that a
simultaneous ESSER project is continuing in the state as the "Arkansas Tutoring Corps"
mentioned elsewhere in the state plan. This separate initiative will hopefully produce
additional quality tutors to be included on the approved provider list and thus increase
availability of tutors for all students.
Literacy coaches - A.C.A. 6-17-429 (j)(1)(A) adds requirements for under-performing
schools to have access to a literacy coach to support increased literacy rates through
coaching for teachers and administrators. This new requirement is estimated to increase
the number of literacy coaches across the state up to approximately 120. Funding to
recruit and retain these professionals is included in the program.
The SEA will enter into contracts with third party vendors that will in turn provide
qualified literacy coaches to assist Arkansas districts. This program is already in
existence in the state, but this specific project will significantly increase the total number
of literacy coaches working across the state in a very concerted effort to increase literacy
rates.
The number of coaches per LEA will be based on the number of students served in that
region. The SEA expects this to be a formula calculation that will result in various
number of coaches provided to individual LEAs, but will be reflective of the need within
the LEAs.
The SEA has already begun the process of recruiting additional literacy coaches using
some state dollars. This demonstrates the state's commitment to this project and its
intent to implement immediately.
The Arkansas Department of Education intends to use ARP ESSER funds to support
the initial activities under each of these three new academic support programs to boost
student literacy rates, among other parameters. Details of the LEARNS Act are posted
to the SEA's website at: https://learns.ade.arkansas.gov/.
ii. How the evidence-based interventions will specifically address the disproportionate impact of
COVID-19 on certain groups of students, including each of the student groups listed in question
A.3.i.-viii. When possible, please indicate which data sources the SEA will use to determine the
impact of lost instructional time; and
RESPONSE: The interventions above promote in-school acceleration utilitizing high-
quality instructional materials and assessments (effect size .60 - .88).
The SmartData system can be used by districts based on local data as an early-warning indicator
that helps them focus appropriate resources on individual students or student groups. The SEA
and LEAs will utilize these data to understand where and how resources should be allocated to
address students access to opportunity to learn indicators (effect size .75-1.29).
The SEA will utilize a variety of data sources to determine the impact of programs on student
groups, including information that can be pulled from the Statewide Information System and
other data sources such as the Engage AR database. Data such as attendance, academic progress,
graduation rate, etc. will be disaggregated by student group to account for the success of the
intervention. Additional information such as qualitative surveys, the number of people who
participate in a program, etc. may be collected as well, depending on the nature of the
intervention. In the Fall, the SEA will analyze a variety of data, including statewide summative
assessments, graduation rates, attendance rates, and/or student selected mode of instruction, to
determine future interventions and/or needed revisions to address the disproportionate impact of
COVID-19 on specific groups of students.
Arkansas established indicators within eSchool to identify individual students' mode of
instruction (in-person, remote, hybrid) for the 20-21 school year. As well as providing a
comprehensive through year online formative assessment for grades K-8; in addition
to successfully conducting the statewide summative assessment for grades 3-10. Early
data indicates that Arkansas tested around 95% of students for the summative
assessment. While the state is currently meeting the critical instructional needs of
educators and students, we are also well-positioned for data analysis that will occur
throughout the summer and early fall that will have a direct impact on the use of funding
and interventions provided.
Until state-wide summative data are available, the DESE will utilize stakeholder survey
data to provide evidence-based interventions that will specifically address the
disproportionate impact of COVID-19 on prioritized groups of students – students living
in poverty and students experiencing homelessness.
Evidence-based Intervention Impact on Student Subgroups
Promote in-school acceleration utilizing High quality instructional materials
high-quality instructional materials and (HQIM) and assessments will engage
assessments (effect size .60-.88) students living in poverty and students
experiencing homelessness. Quality on-
site instruction will support acceleration
for these groups of students.
The SmartData Dashboard is an early- Allocation of resources such as staff,
warning indicator system that helps time, and interventions focused on
LEAs focus appropriate resources on identified students, including
individual students or student groups to students living in poverty and
address students access to opportunity to students experiencing homelessness,
learn (effect size .75 - 1.29) will accelerate learning.
33
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
Response: The Arkansas Tutoring Corps will create a system to recruit, prepare,
and support candidates to become qualified tutors who provide instruction or
intervention for students to meet academic needs of at-risk learners, or students most
impacted by lost instructional time. A system will connect the bank of prepared
candidates with organizations seeking to utilize their acquired training skills as needed to
support student academic needs. The Arkansas Tutoring Corps project will enhance
learning experiences of students due to loss of instructional time and address gaps in
foundational skills in mathematics and literacy by:
• Preparing tutors for the purpose of providing academic support to small groups of
students in areas identified as high risk through pre/post assessments in mathematics
and literacy.
• Recruit, train, and retain tutors statewide to support students’ academic needs.
Professional Learning Community (PLC) Regional Network is intended to broaden the
scope of PLC work in the state, which will help schools utilize data to determine which
students need intervention. Through Professional Learning Communities, the state will
build the capacity of leaders and teachers to support professionals in addressing learning
loss and improving student achievement with evidence-based practices by extending the
work to create the Professional Learning Communities Regional Network. The PLC
Regional Network will provide a platform for a network of professionals to collaborate
and receive job-embedded professional development. The training will include activities
to address learning loss, including high-quality assessments to determine academic needs,
evidence-based interventions, and assistance to parents and families on how to support
students. The professional development will address the unique needs among low-income
students, English learners, racial and ethnic minorities, homeless students, disabled
students, and youth living in foster care. In addition, the network provides principals and
other school leaders with the resources and partnership necessary to address the needs of
their individual schools.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
34
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
Response: The DESE will partner with the Arkansas State University Acting by and
through its Arkansas Out-of-School Network (Network) to grant the funding set aside for
evidence-based summer learning and enrichment programs. Programs approved by
the Network can include academic programs, specialty programs, social-emotional
support programs, future-ready work opportunities, and multi-purpose programs that
provide an array of activities. All subgrants awarded by the Network must meet the
criteria for evidence-based summer-learning and enrichment programs. The Network will
serve as the entity to oversee sub-awards for after-school, summer school, and extended-
year learning programs. The Network will periodically collect data from the sub
awardees to determine the effectiveness of the program. The Network will report such
findings to the SEA no less than yearly.
The DESE partnered with Arkansas PBS at the end of the 2020 SY and into the Summer
of 2020 to provide grade band content utilizing previous Arkansas Teachers of the Year
paired with learning guides, and quality programming. This was a success in the state and
well received by schools, parents, and community partners. The DESE will continue this
partnership with Arkansas PBS to provide a full summer educational program for
elementary aged students during the summer months to help with lost instructional
time. The programs will include essential content standards in addition to social,
emotional, and mental health material. Arkansas PBS will provide data regarding number
of viewers and number of downloads of instructional materials for evaluation of the
program.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
Response: The Network will give preference to programs that address academic impact
of lost instructional time, provide summer and enrichment and/or comprehensive
afterschool programs that address the disproportionate impact of COVID-19 on student
subgroups identified in the American Rescue Plan, specifically students living in poverty
and students experiencing homelessness. In addition, preference will be given to those
programs that are developed collaboratively, contain accountability systems and
measurable outcomes, increase access to comprehensive academic, social-emotional, and
35
wraparound services, and operate in communities with the greatest need for programs
measured by:
1) The percentage of children and youth living in poverty as reported by the Cycle 2 data
submission.
2) The availability of existing after-school or summer school programs within
communities.
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and 2)
students who did not consistently participate in remote instruction
when offered during school building closures.
Response: The Network will work with potential applicants to provide programs that are
engaging to the local population. Each grant recipient will be required to document strong
community engagement and collaboration to create a community learning environment.
Potential grantees will also sign a statement of assurances guaranteeing the entity’s
compliance with state and federal law, grant guidelines, data collection, and reporting
requirements. Grants which identify as serving students who have missed the most in-
person instruction and who did not consistently participate in remote instruction will be
given priority in receiving funds.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
Response: The DESE will partner with Arkansas State University acting by and through
its Arkansas Out-of-School Network (Network) the Out of School Network (Network) to
grant out the funding set aside for evidence-based comprehensive after school programs.
Programs approved by the Out of School Network can include academic programs,
specialty programs, social-emotional support programs, future-ready work opportunities,
and multi-purpose programs that provide an array of activities. The Network will serve as
the entity to oversee sub-awards for after-school, summer school, and extended-year
36
learning programs. The Network will periodically collect data from the sub awardees to
determine the effectiveness of the program. The Network will report such findings to the
SEA no less than yearly.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
Response: The network will give preference for programs that address academic impact
of lost instructional time, provide summer and enrichment and/or comprehensive
afterschool programs that address the disproportionate impact of COVID-19 on student
subgroups identified in the American Rescue Plan, specifically students living in poverty
and students experiencing homelessness. In addition, preference will be given to those
programs that are developed collaboratively, contain accountability systems and
measurable outcomes, increase access to comprehensive academic, social-emotional, and
wraparound services, and operate in communities with the greatest need for programs
measured by:
1) The percentage of children and youth living in poverty,
2) The availability of existing after-school or summer school programs.
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
Response: The Network will work with potential applicants to provide programs that are
engaging to the local population. Each grant recipient will be required to document strong
community engagement and collaboration to create a community learning environment.
Potential grantees will also sign a statement of assurances guaranteeing the entity’s
compliance with state and federal law, grant guidelines, data collection, and reporting
requirements. Grants which identify as serving students who have missed the most in-
person instruction and who did not consistently participate in remote instruction will be
given priority in receiving funds.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
37
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
Response: It is still too early to identify emergency needs. The DESE will continue to
monitor and survey stakeholders and gain feedback from LEAs. Because we do not fully
understand the impact of COVID-19 in the coming year, the DESE will set back
approximately 3% of the state set aside to be determined at a later
date. Statewide summative assessment data is due to be back in the Fall. When data is
received, the DESE will reassess where funds may be needed. In addition, enrollment
numbers in the Fall will help with the identification of needs for students and schools
throughout the state.
To build teacher capacity across the state to meet the needs of students with disabilities
in core settings, the state will sponsor the Special Education Resource Teacher
Academy in partnership with Higher Education Institutions. This program will
be provided to prepare educators who are currently licensed in K-6, 4-8, or 7-12 ELA,
Math, or Science to receive endorsement from DESE to teach the content area in which
they are currently licensed to students with exceptionalities in an inclusive and/or
resource setting. The Academy programs are designed to begin in the summer with on-
going sessions/support throughout the school year. All participants could complete the
entire program within one year of their acceptance to the Special Education Resource
Academy. This will help provide more teachers throughout the state who can support
students with disabilities.
In addition to the Special Education Resource Academy, the state is also
supporting building the knowledge and skills related to online instruction
by providing The Online
Teacher Academy. Educators will gain an in-depth understanding of effective digital
instruction and knowledge of tools to be a teacher for online teaching with their school
district for the benefit of all students now and in the future.
38
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements,
including but not limited to the interventions under section
2001(e)(1) of the ARP Act to address the academic impact of lost
instructional time, will respond to the academic, social, emotional,
and mental health needs of all students, and particularly those
students disproportionately impacted by the COVID-19 pandemic,
including students from low-income families, students of color,
English learners, children with disabilities, students experiencing
homelessness, children and youth in foster care, and migratory
students.
Response: The SEA will require LEA applications for ARP ESSER funds to complete
three parts for a complete LEA Application:
Part A: LEA Plan for Continuity of By April 15, 2021, posted on LEA
Services, ARP Section 2001(i)(1) website; updated every six months with
public comments
39
Part B: LEA Signed Assurances By June 24, 2021, posted in ESSER folder
in Indistar
Part C: LEA Plan for Use of ARP ESSER By August 15, 2021, posted in ESSER
Funds, ARP Section 2001(e) folder in Indistar and posted on LEA
website
The SEA will verify that all components of the ARP ESSER application have been
provided to the SEA and/or public as requested. Support will be provided to LEA
through memos, webinars, conferences, phone calls, and emails.
The SEA will require the LEA Plan for Use of ARP ESSER funds to include projected
amounts and descriptions of activities for (1) creating safe and healthy learning
environments, (2) addressing loss instructional time or loss of learning, and (3)
supporting educator and staff stability and well-being. The plan must include how the
LEA will monitor the implementation of evidence-based strategies and how the LEA will
evaluate the effectiveness of these strategies.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
Response: To receive ARP ESSER funds, the LEA submits signed assurances that
indicate the LEA will engage in meaningful consultation with the required
stakeholders. The SEA will monitor LEAs archived documentation and websites for
compliance with the meaningful consultation requirements.
40
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
Response: The SEA will support LEA's implementation of evidence-based interventions
through webinars, commissioner’s memos, phone calls, conferences, documents, and
emails. The LEAs are required to submit the evidence-based interventions that the LEA
will utilize, the LEAs plan for monitoring the implementation of the interventions, and
how the LEAs will evaluate the effectiveness of the interventions in the ARP ESSER
Plan for Use of Funds. The SEA will monitor LEAs ARP ESSER Plan for Use of Funds
application. Also, the SEA will utilize a tiered monitoring system and statewide data
to monitor use and effectiveness of interventions.
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
Response: The SEA will support LEAs in addressing the disproportionate impact of
COVID-19 pandemic on student groups through webinars, SmartData Dashboard,
commissioner’s memos, conferences, phone calls, and emails. The SEA will monitor
progress of the subgroups through the state-wide data system, school-LEA reporting, and
the LEAs’ ARP ESSER Plan for Use of Funds.
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
Response: LEAs will utilize the Smart Data Dashboard to monitor student attendance
and other risk factors for student success. The SEA will monitor student success through
the Smart Data Dashboard, statewide summative assessments, and the Arkansas ESSA
School Index.
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4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
Response: The SEA will support LEAs in addressing educational equity through
webinars, SmartData Dashboard, commissioner’s memos, conferences, phone calls, and
emails. Smart Data Dashboard will provide data tables for disproportionality of
achievement and discipline. These data system will assist schools in identifying equity
gaps.
42
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
Response: Arkansas, as is consistent with the rest of the nation, is experiencing a
shortage of qualified professionals in many areas, but particularly in the area of Special
Education. Thirty five percent (35%) of special education teachers are certified teachers
who are teaching outside their certified area and working toward certification in Special
Education and twenty six percent (26%) of long-term substitutes are from the area of
special education. In addition, approximately 270 special educators are classified as
veterans who are preparing for retirement, while 411 are potential new hires. While
Arkansas is working to try to encourage more teachers to get certified in Special
Education, there is still a serious shortage that is only growing each year due to veterans
retiring and others transitioning into the general education classroom.
Also related to special education services, some areas in the state are experiencing
shortages of school psychologists, particularly the Delta and southern part of the state.
Often timelines are missed in these areas due to the lack of school psychologists and
educational examiners available to complete testing and provide reports.
Arkansas has a current 14:1 student/teacher ratio in the state. By comparison, assuming all
licensed social workers were employed in schools, the student/social worker ratio is: 126:1. With
a growing number of Arkansas students receiving special education for "emotional
disturbance" this could pose problems in the future. In addition, in the 2017-18 SY, Arkansas
is served under the national average of students under the Special Education designation, which
could mean some of the populations are not receiving services from social workers in the state.
School nursing shortages are also a regional issue around the state. According to a regional
survey provided by the Regional Community Health Nurse Specialists (CHNS), marginal school
nurse staffing shortages exist in the Northwest and Southeast areas of the state. LEAs have
43
reported barriers to retaining school nursing staff, securing full-time nursing staff, securing full-
time nursing staff, and ensuring all nursing staff have RN supervision. Lastly, turnover is
reportedly almost double for the 2020-21 SY. The average turnover is 75 and there were 175
resignations for the 2020-21 SY.
STEM educators are still in a shortage, as they have been for many years. In Arkansas, 17% of
STEM educators are non-licensed, 19% of emergency teaching licenses are from STEM
subjects and 6% of the long-terms substitutes being in STEM. In addition to the shortage, there is
also a discrepancy between those who are preparing and those who are veterans in the area,
which could create a bigger shortage in the future.
Career and Technical Education (CTE) has 10% of teachers on an alternative licensure plan. The
10% of educators who are on alternative licensure plans is primarily due to a lack of CTE
educator preparation programs throughout the state.
The areas of counseling, English as a Second Language, and early childhood are the least affected
areas. Arkansas has a low number of non-certified teachers in elementary education classrooms
currently. Only 60 counselors holding the position in the state are not certified.
ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with particular plans
for individual LEAs facing the most significant needs (e.g., by
avoiding layoffs, providing high-quality professional learning
opportunities, and addressing the impact of stress or trauma on
educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
Response: LEAs in the State of Arkansas will face different challenges in hiring
teachers, depending on region, makeup of the staff, etc. The DESE will assist LEAs with
shortages by utilizing ESSER funds to provide pathways to licensure for those areas of
online learning, computer science, and special education.
Teacher Academies
The DESE has formed partnerships with Arkansas universities to offer opportunities to
current licensed public-school educators in grades K-12 to earn licensure endorsements
and participate in job-embedded professional development while receiving graduate
school credit hours - at no cost to them. These partnerships are the Online Teacher
Academy and the Special Education Resource Teacher Academy.
The three universities approved for the 2021-2022 Special Education Resource Academy
are Harding University, Henderson State University, and John Brown University. It is
anticipated that all 200 available spots will be filled by qualified teachers. As of May 5,
2021, Arkansas has a total of 82 teachers with Elementary Education K-6 Resource, Math
7-12 Resource, or English Language Arts 7-12 Resource. Educators completing this
academy and obtaining the endorsement will be able to provide special education services
44
within the general education classroom, as supplementary supports, or in special
education classrooms. This will expand the LEA's ability to consider and offer a variety
of special education service delivery models. With the growing emphasis on inclusive
practices, this opportunity will assist in providing Arkansas school LEAs with the skilled
staff needed to lead the nation in student focused “inclusive” education.
The six universities approved for the 2021-2022 Online Teacher Academy are Arkansas
Tech University, Henderson State University, John Brown University, University of
Arkansas – Fayetteville, University of Arkansas – Little Rock, and University of Central
Arkansas. It is anticipated that all 200 available spots will be filled by qualified teachers.
As of May 5, 2021, Arkansas has one teacher with the online teacher endorsement
(obtained via reciprocity). Educators completing this academy will be able to provide an
in-depth understanding of digital instruction to their students, have the knowledge and
tools to be a teacher leader for online teaching within their own LEA, and knowledge to
pass the Online Teaching Performance Assessment.
$4.25 million of CRRSA funding will fund the Special Ed and Online Teacher
Academies and $2.5 million of GEER II funds are being utilized to support the Computer
Science Academy. In addition, $4.5 million of CRRSA funding went to support LEAs to
be able to extend the COVID leave pay through the first semester. This helped teachers
not have to use their own sick days.
iii. Describe the actions the SEA will take to fill anticipated gaps in
certified teachers for the start of the 2021-2022 school year and to
what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-
dosage tutoring or implementing residencies for teacher candidates).
Response: To address the immediate need in Arkansas, the DESE waived licensure fees
and provided expedited licensure for those teachers new to the profession and those who
were seeking reciprocity. Between January 1, 2021, and April 1, 2021, a total of
328 candidates took advantage of the waiver. Seventy-three (73) of those were candidates
who applied for reciprocity, while 255 were new teacher candidates.
In order to help teachers who are considering teaching in shortage areas, the DESE
reimburses currently licensed teachers for licensure assessments when they add a
chronically critical shortage area. From September 1, 2019-May 5, 2021, sixty-three (63)
teachers were reimbursed for one hundred seven (107) assessments. The eligible
licensure areas are Art (K-12), Chemistry (7-12), Computer Science (4-12), Family and
Consumer Sciences (7-12), Library Media Specialist (K-12), Mathematics (7-12), Physics
(7-12), Spanish (K-12), and Special Education (all areas). The DESE also reimburses all
test takers, first-time licensure and endorsements, for Computer Science. Since May
2018, one hundred eighty-one (181) reimbursements for a total of $21,120.00 have been
paid for both first-time and add-on licenses for computer science.
45
To recruit teachers, there are several financial incentives for prospective teachers
sponsored by DESE. The ARFuture grant covers tuition and fees for
qualifying associate degrees in Education. In addition, the Career Pathways initiative is a
partnership between community colleges, workforce development
agencies, employers, and social service providers. The Career Pathways Initiative (CPI)
provides low-income individuals with the higher education skills and credentials they
need to gain immediate entry into targeted occupations, such as teaching--ultimately
leading these individuals to economic self-sufficiency. The Arkansas Geographical
Critical Needs Minority Teacher Scholarship provides up to $1,500 per year
for bachelor's degree candidates who agree to teach in the Delta or a geographical area of
the state with a critical teacher shortage. State Teacher Education Program
(STEP) provides up to $4,000 for a maximum of three years for teachers in geographical
or subject shortage areas and the Teacher Opportunity Program (TOP) reimburses up to
$3,000 per year to educators wishing to continue their education.
In addition to those supported by DESE, the DESE promotes several other financial
incentives for prospective teachers. The TEACH Grant provides $3,772 per year for IHE-
based educator preparation program candidates who agree to teach in a high need field
servicing low-income students for four years. The Teacher Loan Forgiveness provides up
to $17,500 for teachers serving five consecutive years in a school serving low-income
students. The Single Parent Scholarship Fund supports both part-time and full-time
single-parent students pursuing a post-secondary education, including associate degrees,
bachelor’s degrees, and certificate programs. They also make referrals
to additional services to help with other needs and offer developmental programs to help
recipients be job ready. These scholarships not only help with school costs. They can be
used for household expenses, daycare costs, commuting expenses, and more while the
recipient is in school. The IMPACT Arkansas Fellowship is a leadership preparation
program provided by the University of Arkansas and funded by the Walton
Family Foundation. The fellowship’s purpose is to prepare future administrators in low-
income schools throughout Arkansas. The Arkansas Academy for Educational
Equity strives to increase educational equity in Arkansas by preparing and supporting
teachers in underserved LEAs. The Academy provides a fully subsidized Master of
Education in Educational Equity from the University of Arkansas. SREB-State Doctoral
Scholars Program provides multiple layers of support to minority Ph.D. students who
seek careers as faculty on college campuses. This program not
only provides financial assistance and research funding, but also career counseling, job
postings and a scholar directory for networking and recruiting. Mentoring and advocacy
for scholars is crucial, and support continues into early careers as graduates become
faculty members.
Data shows 60% of teachers work 20 miles from where they graduated high school, so if
the students in hard to staff LEAs are provided opportunities to begin a pathway to
licensure early and are encouraged and supported along the licensure pathway, they are
more likely to return to these LEAs and thrive in these communities. The Arkansas
Department of Education, in partnership with school LEAs and institutions of higher
46
education (IHEs), has established a pathway for high school students to enter the educator
workforce. It begins with career-focused education in high school and allows for
participating students to receive an industry-recognized credentiAal as a Certified
Teaching Assistant (CTA) upon completion of high school career coursework and
passing the ETS ParaPro Assessment.
Step 1: Pre-Educator Program of Study provides high school students the opportunity to
begin a pathway to educator licensure. Students who complete the Pre-Educator Program
of Study and pass the ETS ParaPro Assessment will receive the CTA credential. The
CTA meets all the Arkansas requirements for a paraprofessional and, in addition, has
completed pedagogical coursework and up to 100 hours of field experience in a local
school. LEAs can also partner with an IHE to jumpstart a student’s licensure journey by
offering the coursework in the program of study for concurrent credit. Schools can begin
recruiting students into the Pre-Educator Program of Study as early as middle school by
implementing the Educators Rising model. EdRising provides multiple levels of student
engagement through a career and technical student organization (CTSO) for middle
school through collegiate students and curriculum to support the Pre-Educator Program
of Study. With 51% of student members being students of color, EdRising is focused
on providing a clear pathway to increase teacher diversity and teacher quality.
Step 2: LEAs employ the CTA in an instructional support position and work with the
CTA’s IHE to support the CTA on their journey to licensure. LEAs may provide support
to CTA by offering a flexible work schedule, access to LEA technology, etc. IHEs may
support CTA by offering experiential credit, night/online coursework, mentoring, etc.
Candidates can use the ArFuture grant to pay for an associate degree in Education and
then transfer to 4-year IHE to complete their bachelor's degree.
Step 3: Provide opportunities to increase the job responsibilities of CTA. Several IHEs
have worked with their local LEAs to develop models that provide paid internships. An
example of this is University of Arkansas at Fort Smith’s teacher apprenticeship program
where a teacher leader is the teacher of record over two classrooms and student interns
are employed as full-time paras in each classroom for a full year. Another example is
the Opportunity Culture model, which restructures pre-K-12 schools to extend the reach
of excellent teachers, principals, and their teams to more students, for more pay, within
recurring school budgets. The model includes paid residencies that makes on-the-job
learning possible before teaching and leading.
Step 4: The CTA is fully licensed and eligible for employment. They have been
immersed in the school’s culture and received on the job training for several years,
making them learner-ready on day one.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
47
(e.g., hiring additional personnel or freeing up these staff to focus on providing
services to students).
Response: Students, educators, families, and communities experience trauma on many
different levels. The grief and loss resulting from the COVID-19 Pandemic has only
added to the concerns already present in our state. DESE is developing supports for
school counselors and district teams on navigating grief and loss. In phase I, DESE
hosted a two-hour interactive webinar for school counselors on grief basics – March
2021. In Phase 2, DESE will schedule bi-monthly/ quarterly meetings for school
counselors will be to address topics of concerns - to begin this summer. In Phase 3, DESE
will develop a 1-2-hour course on Planning Responses When Death Impacts Your
School, The Dougy Center. – To be Finalized August 2021. DESE will follow up with
live in-person sessions for schools to support the development of their own crisis
intervention plan. In Phase 4, DESE will refresh the existing 1–2-hour credit course on
Arkansas IDEAS Helping Young People Through Anxiety, Grief, and Loss. – To be
Finalized January 2022.
Special Education Resource Teacher Academy programs are being provided to
prepare educators who are currently licensed in K-6, 4-8, or 7-12 ELA, Math, or Science
to receive endorsement from DESE to teach the content area in which they are
currently licensed to students with exceptionalities in an inclusive and/or resource setting.
The Academy programs are designed to begin in the summer with on-going
sessions/support throughout the school year. All participants could complete the
entire program within one year of their acceptance to the Special Education Resource
Academy. This will help provide more teachers throughout the state who can support
students with disabilities.
Arkansas AWARE hosted a virtual Emotional Decompression Session for educators
focused on focused on self-care and managing their mental health. Multiple
AWARE also developed podcasts related to face masks, responding to grief, and
supporting virtual students in response to the COVID-19 Pandemic.
Telehealth guidelines were relaxed regarding Medicaid-related services in order to provide access
to more healthcare workers. The Medicaid in the Schools Team has provided guidance for
districts regarding Medicaid service waivers in order to support schools in providing Telehealth
services for their patrons.
The Coordinated School Health Program set up a Google platform to help virtual learners have
better access to Physical Education and Health instruction resources and provided guidance for
schools to implement physical activity for virtual learners. Forty social emotional curriculum
mini grants were awarded to schools and 15 Arkansas AWARE mini grants were given to support
trauma informed training for school personnel and mental health first aid training. These supports
built capacity for mental health services in schools.
The student:nurse ratio in Arkansas schools is 450:1. The SEA encouraged schools to empower
teachers to take care of minor needs in order to free nurses up to help with the more serious
conditions, including COVID-19. The SEA will continue to encourage LEAs to utilize COVID
48
funds or find other ways to provide differentiated and targeted support personnel to support
students with appropriate wraparound services.
49
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
Response: The DESE will continue to ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements by maintaining the use of existing systems.
Currently, the DESE uses the Statewide Information System (SIS) to allow districts
to submit and certify data to the SEA. The SIS pulls nightly from eSchool Plus
and eFinancePlus to ensure that every school district has access to comparable
administrative computing systems and services with which to meet all local and state
requirements, promote increased compatibility of the administrative records and
data maintained by each district office and school site, and increase the accuracy and
50
timelines of data submitted by school districts to the ADE for state and federal reporting,
program analysis, and evaluation. The result is a state level comprehensive and integrated
database of information about students, programs, district personnel, and finances.
While the SEA can pull real-time data at any moment, certain data are collected during 9
cycle pulls throughout the year (Cycle Information). Cycle Data consists of items such as
Arkansas Qualified Teacher (AQT) data, per pupil expenditures, salary information,
expenditure reports, students taking upper-level courses, dropout data, medical
information, etc. Data pulled from cycle reports is certified by each superintendent and
disaggregated at the state level. In addition to Cycle Data, state testing data is pulled into
the system and disaggregated. The data from multiple systems is then published in My
School Info, which is available on the DESE website for public review.
LEA Insights pulls weekly to update information required by the American Rescue Plan
such as attendance, enrollment, etc. Arkansas will continue to report all current
information and work to add any additional information that may be needed by ARP
ESSER, such as participation in summer and after school programs.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
Response: The DESE will provide technical assistance and training about ARP ESSER
to LEAs through Commissioner’s Memos, DESE website, webinars, email, phone calls,
and on-site visits.
The DESE reviewed and updated the SEAs plan for monitoring funds and internal
controls under the CARES and CRRSA Acts.
51
Arkansas ARP Act - ESSER funds - Internal Controls
Objective Risk ID Risk Control Functional Position
Federal Programs
Coordinator reviews Corrective Action
Plans submitted by LEAs, as a result of an
A deficiency detected audit finding to address compliance
Ensure compliance with through an audit is anomalies. Federal Programs Coordinator
Federal statutes, not monitored to ensure the follows up with a monitoring process to
regulations, and subrecipient has ensure any needed Corrective Action
guidance pertaining to the taken timely and appropriate Plan(s) are implemented. Significant audit Federal Programs
Federal Program award. 18-0000-030 corrective action. findings may result in onsite monitoring. Coordinator
Federal Programs Coordinator notifies
Ensure compliance with LEAs of non-allowable activities or
Federal statutes, Activities performed, or expenditures through letters uploaded
regulations, and approved for subgrantees to into Indistar. All documents are archived
guidance pertaining to the perform, are not allowable in the Federal Programs share drive which Third Party | Federal
Federal Program award. 18-0000-001 per grant guidelines. is backed up by DESE. Programs Coordinator
Amounts provided to
eligible individuals or
awarded to subrecipients is
Ensure compliance with not properly approved; or
Federal statutes, proper documentation Federal Programs Coordinator maintains a
regulations, and supporting eligibility of list of eligible LEAs. ARP ESSER funds
guidance pertaining to the participants is are allocated by formula. Allocations are Federal Programs
Federal Program award. 18-0000-012 not maintained. posted on the DESE website. Coordinator
Federal and state guidelines, regulations,
Ensure compliance with laws, etc. are communicated to the Federal
Federal statutes, Changes made to issuances, Programs Coordinator through meetings, Federal Grants
regulations, and policies, laws or regulations emails, phone conferences, video Management-PSA |
guidance pertaining to the are not communicated to conferences, national and state Federal Programs
Federal Program award. 18-0000-036 grant staff. conferences, phone calls, website, etc. Coordinator
Ensure compliance with
Federal statutes, Federal Programs Coordinator archives all
regulations, and Documentation of monitoring documents in the Federal
guidance pertaining to the subrecipient monitoring is Programs share drive which is backed up Federal Programs
Federal Program award. 18-0000-032 not sufficient. by DESE. Coordinator
Federal Programs Coordinator approves
all ESSER applications. LEAs are
responsible for documentation of all
expenditures for ARP ESSER. Fiscal
Support Team will review expenditures
weekly and notify Federal Programs of
any potential issues. Federal Programs
Coordinator approves reimbursement
Ensure compliance with requests. Federal Programs Coordinator
Federal statutes, oversees the implementation of any
regulations, and Expenditures charged to a Corrective Action required by the LEA. Fiscal Support Team |
guidance pertaining to the grant are not supported by LEAs may repay funds if Corrective Federal Programs
Federal Program award. 18-0000-003 the required documentation. Action is not complete or timely. Coordinator
52
LEAs submit the completed forms by a
targeted deadline communicated in
the Indistar system, Commissioner's
Memos, email, phone, conferences, etc.
Records
are maintained in Indistar and submitted to
Ensure compliance with the Federal Programs Coordinator through
Federal statutes, the Academic Development Institute
regulations, and (ADI). All documents are archived in the
guidance pertaining to the Required reports are Federal Programs share drive which is Federal Programs
Federal Program award. 18-0000-026 not submitted timely. backed up by DESE. Coordinator | Third Party
Ensure SEA Federal Programs Coordinator reports data
properly complies with all into the Consolidated State Performance
laws and regulations DESE risks being out of Report (CSPR) or other data collection
related to the American compliance with ARP Act tool and maintains records as per Uniform Federal Programs
Rescue Plan Act. regulations. Grants Guidance. Coordinator
Commissioner's Memos, phone calls, face
to face, Indistar, conferences, emails
Ensure Federal funds including guidance, video conference, are
are used to the fullest Deadlines for deliverables used to communicate applications, forms,
extent for specified are not on schedule or are deadlines, and deliverables by the Federal Federal Programs
purposes 18-0000-035 not met. Programs Coordinator. Coordinator
Ensure Federal funds
are used to the fullest
extent for specified The full amount of the grant Federal Programs Coordinator reviews Federal Programs
purposes 18-0000-033 was not utilized. grant balances quarterly. Coordinator
Federal Programs Coordinator
will provide the necessary guidance and
Ensure that the individuals training to help minimize errors and to
performing the work have ensure that staff understand all program
the skills and capacity to All subprograms are regulations; clearly communicate the
do so, and to provide complex and can result in a duties and responsibilities assigned to
employees lack of understanding, those performing the activities; and
with appropriate employee conflict, monitor, review and approve,
supervision, monitoring, poor decisions, and as appropriate, the work of those
and training to reasonably inadequate technical performing the activity to ensure the work
assure that the office has support, which is performed correctly and that technical
the capability to carry out 14-0500.PSA- can ultimately cause harm to assistance/support is provided in a timely Federal Programs
its work. 614 the overall program. manner. Coordinator
DESE Fiscal Monitoring Plan for ARP ESSER
Team
Responsible Activity
Records establish drive for ESSER documentation- shared access by Leg. Audit, Fiscal
Retention OIT Support and PSA
Federal
Program identify person responsible for archiving correspondence in ESSER folder.
Team
Responsible Activity
Communication
OIT establish email account for ESSER communication with LEA and SEA.
R/T design webpage for CARES Act
post Commissioner Memo - every six months to remind LEAs to update safe
PSA return plan.
PSA maintain updated communication on CARES, CRRSA, and ARP webpage
53
Team
Responsible Activity
Professional Federal provide PD for Federal Programs, Fiscal Support, and Federal Monitoring
Development Programs teams regarding SOP and internal controls.
DESE provide PD for all DESE team members regarding ARP ESSER.
DESE provide PD for LEAs regarding ARP ESSER
Team
Responsible Activity
Assurances/ Federal establish ESSER folder in Indistar
Application Programs
upload completed, signed assurance/application.
LEA
Federal review assurance/application and provide preliminary approval (or request
Programs additional information)
enter data into spreadsheet (shared with Fiscal Support) - LEA and categories
selected.
upload 427 GEPA statement (if revised)
LEA
uploads Accounts Payable Check Register and Payroll Detail Distribution Detail
LEA Report into Indistar in September, annually
Federal review Accounts Payable Check Register and Payroll Detail Distribution Detail
Programs Report
Federal archive assurance/application and Accounts Payable Check Register and
Programs Payroll Detail Distribution Detail Report in shared drive
Team Responsible Activity
Allocations Federal Grants utilize data to determine calculation of allocation for LEAs. Post allocations on
Management DESE Website.
Federal Grants Monitor expenditures within period of availability.
Management
Federal Grants Maintains a list of SAM registrations for all LEA and ensures that a LEA with
Management expired registration receive no funds until registration is updated.
Team
Responsible Activity
Pre- Pre-Approval Process for Buses.
Approval https://docs.google.com/document/d/1VQ15KxBAIwz5OWr0pWoZzpxZjsTsT0DzxNKZ47AXgjg/edit
s DPSAFT ?usp=sharing
Pre-Approval Process for Capital Assets
DPSAFT https://docs.google.com/document/d/1Es7bkYdV_R0JJ4H9OkzsZT3vUl59i8avDe2eZiAYdiA/edit
Team
Responsible Activity
Desk Monitoring of Fiscal run Accounts Payable Check Register, Payroll Detail Distribution Detail Report
Expenditures Support expenditure, check registers monthly.
Fiscal request supporting evidence based on spending threshold; spending pattern
Support with a vendor; unknown vendor; unidentified expenditure.
upload Accounts Payable Check Register, Payroll Detail Distribution Detail
Fiscal Report expenditure, audit trail, check registers, and additional requested
Support evidence into LEA folder in shared drive
Fiscal log review on spreadsheet
Support
Fiscal identify risks and notify Federal Programs.
Support
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Team Responsible Activity
Federal Grants pull data from Data Warehouse on 2nd Saturday and send monthly
Management reimbursement report to Federal Programs.
Federal Grants send file to Federal Programs for review of reimbursement requests.
Management
send reimbursement requests file to Fiscal Support.
Federal Programs
Reimbursement Federal Programs desk monitor LEA folders monthly for allowability
Fiscal Support
request supporting evidence as needed.
Federal Programs
identify risks and documents on LEA Review doc
Federal Programs
Federal Programs and review monthly reimbursement report by LEA for allowability and approve
Fiscal Support for reimbursement.
LEAs with unallowable expenditures will be contacted and require
movement of expenditure to another fund source. Expenditure disputes will
Fiscal Support be forwarded to Federal Programs.
LEAs with unallowable expenditures will be removed from reimbursement
Federal Programs file.
send revised reimbursement file to Federal Grants Management for
Federal Programs correction.
Federal Grants send final reimbursement file to Federal Programs.
Management
send final reimbursement file for payment approval to Federal Grants
Federal Programs Management
Federal Grants provide reimbursement; no reimbursement will be provided unless prior
Management month revenue is receipted.
Team
Responsible Activity
Federal Programmatic and Federal Review spreadsheet monthly and consult with Fiscal Support and
Fiscal Monitoring Monitoring Federal Programs for identified risks.
Federal request supporting evidence as needed.
Monitoring
Federal Determine need for additional monitoring and/or on-site
Monitoring monitoring.
Team Responsible Activity
Internal PSA - Internal Conduct yearly review of Standard Operating Procedures, including records
Controls Control retention, and internal controls. Report to Assistant Commissioner.
DESE Office of Conduct internal audit reviews of expenditures and internal controls at the SEA
Internal Audit and LEA level. Report to Secretary of Education.
The DESE will utilize a risk-based monitoring system:
Tier 1 (desk All LEAs submitting reimbursement are monitored monthly. Monitoring is
monitoring) documented.
Additional documentation is requested as needed from the LEA.
Tier 2 (request
additional Please see Arkansas - American Rescue Plan - ESSER Funds - Standard Operating
information) Procedures (Management Structure)
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DESE completes a deeper dive into data and evidence for LEAs identified for
Tier 3 (deeper dive risks, sampling, or request. DESE completes a written monitoring document.
into data or
evidence) A written request for documents and other evidence is sent to the LEA.
After careful review of documents (Tier 3) any unanswered, undocumented, or
unresolved issues will be investigated during on on-site monitoring visit (Tier 4).
Tier 4 (on-site Monitoring visits are scheduled each month after the risk assessment is
monitoring) updated with the latest information.
Technical Assistance
The DESE will provide technical assistance to LEAs through Commissioner’s Memos, DESE
website, webinars, email, phone calls, and on-site visits.
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Appendix A: School Operating Status and Instructional Mode Data Template
Indicate the date or time period represented by the following data.
Response: May 24, 2021
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
Add or change rows as needed
Number of schools All Offered to all Offered to some Not
schools students students offered
Remote or online only 999 2 NA NA
School buildings open with both remote/online 431 431 NA NA
and in-person instruction (hybrid)
School buildings open with full-time in-person 934 934 NA NA
instruction
Totals 1,041 1,041
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Response: Data for each instructional level is currently not published, but can be derived and
pre-calculated.
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
Add or change rows as needed
Number of students Total Remote or Both Full-time in-
enrollment online only remote/online person
and in-person instruction
instruction
(hybrid)
Students from low-income 294802 54965 32871 206966
families
White, not Hispanic 280590 42579 38731 199280
Black or African American, not 92383 27584 9054 55745
Hispanic
Hispanic, of any race 64604 9070 6429 49105
Asian, not Hispanic 8272 3197 801 4274
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American Indian or Alaskan 2736 461 206 2069
Native, not Hispanic
Native Hawaiian or Pacific 4612 366 656 3590
Islander, not Hispanic
Two or more races, not Hispanic 16431 2926 1560 11945
English learners 39041 4682 3759 30600
Children with disabilities 65948 11071 7712 47165
Students experiencing 11719 1657 1284 8778
homelessness
Children and youth in foster 2174 171 265 1738
care
Migratory students 3059 318 467 2274
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Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:
How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
• Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
• SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
• Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
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Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
60
learners, children with disabilities, students experiencing homelessness, children and
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
61
Appendix D: GEPA
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of
Education’s General Education Provisions Act ("GEPA") that applies to applicants for new grant
awards under Department programs. This provision is Section 427 of GEPA, enacted as part of the
Improving America's Schools Act of 1994 (Public Law (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. ALL
APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR
APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.
(If this program is a State-formula grant program, a State needs to provide this description only for
projects or activities that it carries out with funds reserved for State-level uses. In addition, local
school districts or other eligible applicants that apply to the State for funding need to provide this
description in their applications to the State for funding. The State would be responsible for
ensuring that the school district or other local entity has submitted a sufficient section 427
statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an individual person) to include in its
application a description of the steps the applicant proposes to take to ensure equitable access to,
and participation in, its Federally-assisted program for students, teachers, and other program
beneficiaries with special needs. This provision allows applicants discretion in developing the
required description. The statute highlights six types of barriers that can impede equitable access
or participation: gender, race, national origin, color, disability, or age. Based on local
circumstances, you should determine whether these or other barriers may prevent your students,
teachers, etc. from such access to, or participation in, the Federally-funded project or activity. The
description in your application of steps to be taken to overcome these barriers need not be lengthy;
you may provide a clear and succinct description of how you plan to address those barriers that are
applicable to your circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure
that, in designing their projects, applicants for Federal funds address equity concerns that may
affect the ability of certain potential beneficiaries to fully participate in the project and to achieve
high standards. Consistent with program requirements and its approved application, an applicant
may use the Federal funds awarded to it to eliminate barriers it identifies.
62
What are Examples of How an Applicant Might Satisfy the Requirement of This
Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
(1) An applicant that proposes to carry out an adult literacy project serving, among others,
adults with limited English proficiency, might describe in its application how it intends to
distribute a brochure about the proposed project to such potential participants in their native
language.
(2) An applicant that proposes to develop instructional materials for classroom use might
describe how it will make the materials available on audio tape or in braille for students who
are blind.
(3) An applicant that proposes to carry out a model science program for secondary students
and is concerned that girls may be less likely than boys to enroll in the course, might indicate
how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
(4) An applicant that proposes a project to increase school safety might describe the special
efforts it will take to address concerns of lesbian, gay, bisexual, and transgender students, and
efforts to reach out to and involve the families of LGBT students.
We recognize that many applicants may already be implementing effective steps to ensure equity
of access and participation in their grant programs, and we appreciate your cooperation in
responding to the requirements of this provision.
Response: The Arkansas Department of Education – Division of Elementary and Secondary Education
(DESE) plans to continue its current policies and practices that call for barrier-free programs.
· The DESE compliance with Section 427 of GEPA is based on these policies and adds program
specific actions to further erase barriers. Section 427 of GEPA highlights six types of barriers that
can impede equitable access or participation: gender, race, national origin, color, disability, or age.
· The DESE and any subcontractors of the program will make special efforts to improve access through
announcements of upcoming programs in a variety of methods and at varying locations throughout
the state.
· Specifically, the DESE will continue to work with any subcontractors, educational partners, and
organizations to make information on its programs available to all regions of the state.
· Specifically, the DESE will continue to work with stakeholders to make information on its programs
available in Spanish and other languages as needed.
· Specifically, the DESE will continue to work with districts to make information on its programs
available to Special Education teachers and administrators.
· Specifically, the DESE will continue to work with districts to make data available on its programs to
the districts, schools, and the public to ensure equitable access and participation.
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Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit
(Public Law 103-382). Send comments regarding the burden estimate or any other aspect of
this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
64
Appendix E: Glossary of Arkansas System Terms
System Description Links
Statewide A web-based system developed https://adedata.arkansas.gov/sis/
Information by the Arkansas Department of
System (SIS) Education’s Office of
Information Technology to
enable school districts to submit
and certify data to the State.
The system is used by school
districts using eSchoolPlus
software. The system has the
capability to pull data from
various source systems like
StudentPlus/eSchoolPlus and,
FinancePlus districts pertaining
to Student Management System
(SMS) and Financial
Management System (FMS) on
a nightly as well as on-demand
basis as required by school
districts.
Cycle Report The SIS Cycle Reports are the https://adedata.arkansas.gov/sishandbook
set of reports generated for the
school districts for each cycle
submission. There are 9
cycles of submission all
through the school year. The
Cycle Reports strictly follow
ADE SIS Handbook/Data
Dictionary for data collection
and reporting. These are used
for data accuracy and
verification purposes and
certified by the school district
Superintendent prior to ADE:
DESE submission.
eSchoolPlus eSchoolPlus is the DESE’s
Student Management System.
eFinancePlus eFinancePlus is the DESE’s
Financial Management
System.
Insights LEA Insights serves as a one- https://insight.ade.arkansas.gov/
stop data portal for DESE’s
data reporting and analytics.
65
LEA Insights gives the
capability to gain an accurate
and deep intuitive
understanding of one’s LEA.
LEA Insights has 6
principal core modules
namely Overview: Enrollment
and Demographics,
Human Capital Planning Tool,
Academics; Facilities and
Transportation,
Financial and CTE Data
Portal. Additionally, it has an
integrated module in
the form of Modification of
Onsite Instruction (MoOI)
module that collects and
reports data on LEA pivots on
a regular basis. The pivots are
captured and reported at
Grade-level, School-level or,
entire District-level.
Commissioner’s Arkansas Department of https://adecm.ade.arkansas.gov/
Memo Education's official
communication channel to
school districts to provide
regulatory guidance and
official information to districts.
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File and source
- File
- department-of-education-pdf-www-ed-gov-605356005a.pdf
- Size
- 803,688 bytes
- SHA-256
- 2eb70851ccbbb14e87922334d70f9fc1ceb03a2937c9bdca7b4227bd3252286c
- Original
- www.ed.gov